1. Tutoring Component Strand
First Follow up Webinar
Summer Institute
October 2, 2013
10:00 – 11:00 am

2. Webinar Agenda 10:00 am ~ Overview Webinar Basics
Review and goals of webinar
Overview of evaluations
Wrap up and Questions
Name tags
Left side – activities we will do
Right side – informational documents
Index cards for Parking Lot questions (or post its on table)
Postcard with TLC info – please cross out Ning site
Plan to start a place to put questions for Bureau of Postsecondary and Adult Ed - Susan

3. Goals
Discuss your progress, challenges, successes and suggestions regarding:
Your response, at the Summer Institute to one of the following questions.
?? What is your main goal in participation
in this strand? OR
?? What is one thing you want to take home
from this institute?
Based on the information I have received from you and what I have learned from the field, these are the goals that I have set for this strand.
We will also address your personal goals for participation in this strand.

4. Guskey Overview Five Levels of Professional Development Evaluation (adapted from Guskey, 2002)
Level 5: Student Outcomes
Assessing student learning
Level 4: Participants’ use of new knowledge and skills
Assessing degree and quality of implementation
Level 3: Organization support and change
Assessing organizational advocacy, support, accommodation, facilitation, recognition
Level 2: Participants Learning
Assessing new knowledge and skills
Level 1: Participants Reaction
Assessing initial satisfaction with experience
You may not all be familiar with Guskey’s level of evaluation of professional development
System is working to address all these levels so that we can continually work on reaching the top of the triangle
For those who currently offer tutors professional development, what level of evaluation do you feel your agency does?
For professional developers:
1) ensure teachers/tutors enjoy the experience
2) ensure teachers/tutors learn something
3) ensure supports for change/implementation are in place
4) ensure opportunities and awareness of how to use new knowledge and skills
5) see what the impact is on students
Johnson, K.A. & Linden A.
PD Evaluation for Minnesota

5. Overview of Evaluations

6. Overview of Evaluations
Most common topics of interest

7. Pieces of an Effective Tutoring Component
Prezi

8. Presenters and Panel Discussion
Laura Contino,    
Jane Myers,
Bonnie O’Neill,
Kim Rossman,
Colleen Serencsits,
Sheila Sherow,
Marie Steinbacher, ext. 3504
Luke Suereth,
Jim Yeager,

9. Thanks for participating in this webinar
Thanks for participating in this webinar. Join us on November 6th for the next follow up webinar, 10:00 am – 11:00 am.

10. Tutor Coordinator Job Description
Definition from Adult and Family Literacy Guidelines,
205.7 Tutor Coordinator, page 7
Tutor Coordinators provide training and support to volunteer adult education instructors and their learners. The duties include, but are not limited to, implementing effective processes for tutor screening, making referrals to the case manager, participating in orientation, conducting training sessions, assigning and supporting tutor-student pairs/groups, providing ongoing supervision of tutoring staff and working with the In-House PD Specialist to coordinate tutor professional development.

11. Tutor Coordinator Job Description
Duties include, but are not limited to,
implementing effective processes for tutor screening
making referrals to the case manager
participating in orientation
conducting training sessions
assigning and supporting tutor-student pairs/groups
providing ongoing supervision of tutoring staff
working with the In-House PD Specialist to coordinate tutor professional development
assisting tutors in identifying individual PD needs
supporting tutors to develop knowledge and skills identified
documenting tutor PD.
To duties of TC add: (from participants SI 2012)
Develop, prepare, put together materials for tutors, ex for when first meet TC with tutor
Have resources and materials available for tutors; help tutor choose appropriate materials
Address tutor questions and problems, as to how to help students do better
Integrating classroom aides into the classroom: Work with classroom aides, meet staff needs, assessment, getting teachers’ evaluations of aides
Write IEPs for learner, that are given to tutors
Oversight of PD for tutors / coordinate with inhouse PD specialist

12. Tutor Coordinator Job Description
Definition from Adult and Family Literacy Guidelines,
Tutor Coordinator, page 16
Tutor Coordinators will:
1. Assist tutors to identify individual PD needs.
2. Support tutors to develop knowledge and skills identified.
3. Document tutor PD.

13. Volunteer Instructor Job Description
Guidelines and Definitions

14. Volunteer Instructor Job Description
Definition from Adult and Family Literacy Guidelines,
205.8 Volunteer Instructor, pages 7 - 8
Volunteer Instructors provide one-on-one or small group instruction to students. Though they are not paid staff members, volunteer instructors are still required to participate in professional development activities and to schedule time for instruction preparation. Volunteer Instructors should work with tutor coordinators to periodically review goals; adjust student placement, if needed; and coordinate with intake specialist and case manager.

15. Volunteer Instructor Job Description
Definition from Adult and Family Literacy Guidelines,
205.8 Volunteer Instructor, pages 7 – 8, cont.
Volunteer Instructors (tutors) must have a four-year degree or be currently enrolled in a four-year degree program. This includes community college if the student is enrolled in a transfer program that will lead to a four-year degree. If the person has stopped taking courses, they are not considered to be pursuing the degree.
Ask someone to read first paragraph
Second and third

16. Volunteer Instructor Job Description
Definition from Adult and Family Literacy Guidelines,
205.8 Volunteer Instructor, pages 7 – 8, cont.
Tutors without a four-year degree are permitted if they show continuous tutoring since Program Year (PY) , have participated in one in-service activity in each of those years, and have been consistently providing a minimum of three hours of tutoring a week (with breaks of one/two weeks once or twice a year).
Note: PA Literacy Corps students, teacher aides and non-instructional volunteers are exempt from the four-year degree requirement.
Ask someone to read first paragraph
Second and third

17. Volunteer Instructor Job Description
Have a four-year degree or be currently enrolled in a four-year degree program.
This includes community college if the student is enrolled in a transfer program that will lead to a four-year degree.
If the person has stopped taking courses, he/she is not considered to be pursuing the degree.
Tutors without a four-year degree are permitted IF
they show continuous tutoring since PY 06-07
have participated in one in-service activity in each of those years AND
have been consistently providing a minimum of three hours of tutoring a week.
Do you think your tutors are prepared to successfully do perform all of the things outlined in this job description?
If not, what do they need?